DPS moves to embed restorative practices in a revised student code of conduct, board to review policy changes in fall

Durham Public Schools administrators presented an update June 26 on a multi-month effort to revise the district—s student discipline framework by embedding restorative practices into a new "code of conduct, character and support."

The initiative is led by Dr. Laverne Maddox Perry, senior executive director for student support services, and Dr. Melissa Watson, director of student alternatives and support. The board was given a progress update and timeline rather than a final action request; staff said they plan to return with recommended policy revisions in the fall and a phased implementation beginning in 2026-27.

Administrators said the purpose is to reduce exclusionary discipline, promote accountability and improve outcomes for student groups that disproportionately receive suspensions. The team described a restorative continuum in which roughly 80% of work is proactive (relationship-building, SEL, universal supports) and 20% reactive (restorative conferences, formal repairs after harm).

School-based implementation is being designed to align with DPS—s MTSS (Multi-Tiered System of Supports). Examples: tier 1 universal supports such as social-emotional learning and restorative-aligned classroom practices; tier 2 targeted interventions including restorative conversations and check-ins; and tier 3 intensive supports such as formal restorative conferences and wraparound services.

The presenters emphasized a collaborative development process that included district staff, principals, teachers, students and families. They said the draft supplement includes implementation tools for schools: restorative scripts, referral pathways to mental-health partners and materials for family communication.

Board members and public commenters urged transparency and clarity on metrics and training: several asked for school-level data on training completion ("Who has been trained? How many teachers per school?"), clear definitions for disciplinary language that can be subjective (e.g., "disruption" or "disrespect") and explicit monitoring plans tied to the district—s strategic goals on suspension reduction.

Superintendent Dr. King said the administration intends to avoid a piecemeal rollout that would create disparities among schools. Instead, staff plan a "long runway" to raise capacity across all schools before a systemwide policy requirement is adopted. The board and administration agreed the policy committee should review the formal draft this fall and that the team should produce regular implementation metrics for board review.